Change in the world of education has never been new or unexpected. However, the pandemic that swept the world at the beginning of 2020 caused our world to spin off its axis and force its practitioners into quickly re-evaluating their praxis, their priorities, and their professional responsibilities. Through this reflection, three BIPOC (Black, Indigenous, and People of Color) colleagues in the Teacher Education Department at a midwestern state university examine twelve months of teaching during the pandemic and the strategies they turned to, to stay true to their pedagogical values to ensure their students were taken care of personally and academically. This praxis process resulted in a framework that melds together five elements of pedagogical practice: Humanizing Pedagogy, Trauma-Informed Pedagogy, Teaching for Critical Social Justice and Equity Literacy, and Culturally Responsive and Sustaining Pedagogy. This framework is what we call Cariño Pedagogy.
Pearson, Ferial; Rodriguez-Arroyo, Sandra; and Gutiérrez, Gabriel
"Cariño Pedagogy: A Framework of Corazón,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 6
, Article 7.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol6/iss1/7
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Higher Education and Teaching Commons, Indigenous Education Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons